Bettering eighth-graders writing performance through in-class flip and scaffolding writing strategies

Abstract

This action research study aims to evaluate how in-class flip environment combined with scaffolding writing strategies, enhance students writing performance among eighth-grade students with varied English proficiency levels at a private IB school in Bogotá, Colombia. Participants exhibited challenges in sentence structure, grammar accuracy, and vocabulary usage. While research on scaffolding to differentiated instruction and in-class flip approaches is limited, this study aims to fill the gap by focusing on their combined impact on writing skills. Using a qualitative method approach under the constructivism paradigm, it examines the qualitative improvements when writing paragraphs and student progress during the implementation of these pedagogical methods. The research explores the effectiveness of these strategies and their impact on student motivation, engagement, and interaction considering factors like proficiency levels and learning styles. The hypothesis in this study suggests that these strategies enhance writing skills and provide insights into students' perceptions. Data is collected through the compilation of writing tasks in a portfolio, a teacher diary observation, and a focus group interview. This study will contribute to L2 writing research in terms of pedagogical practices, the role of teachers in a student-centered approach, and the importance of scaffolding strategies to meet diverse students’ needs and learning styles in the classroom. Keywords: In-class flip, mixed learning levels, scaffolding, writing, strategies,